Research Past Events
Perceived Needs of Disabilities Support Services (DSS) offices when Providing Services to Students with Disabilities in Thai and ASEAN Universities
This collaborative study investigated services provided by Disability Support Services (DSS) offices in Universities in Thailand, Malaysia, and the Philippines (ASEAN universities) via interviews and open-ended questions from questionnaires to determine (a) current services for students with disabilities attending Thai and ASEAN universities; (b) strategies DSS staff are currently using to support students with disabilities in these universities; (c) perceived needs and challenges of DSS offices in Thailand; (d) perceived needs of students with disabilities at these universities. A GRA transcribed data from Thai, participants’ native language, to English to increase reliability of the study.
Communication Skills Training for Families of Children with Autism in the Natural Environment of the Home
The Bresnahan-Halstead Center supported research study of Dr. Lewis Jackson and Rehab Alzayer in which they analyzed the outcomes of using Pivotal Response Treatment, a framework for communication skills instruction that relies on augmenting the natural relationships and activities of the home environment, with three families. Primary measures of this study varied somewhat according to each participant’s skill levels and their home situations, but the common denominators were increased use of labeling and descriptive language in general, and increases in question-asking behaviors on the part of the young children with Autism.
A Convergent Validity Study of the Behavioral and Emotional Screener
The focus of this study was to provide schools and their teachers with evidence of effective and efficient tools that can be used in an effort to identify the behavioral strengths and needs of students earlier, allowing increased opportunity for informed early intervention services for students. This study conducted research on the effectiveness/efficiency of two screening tools for students who are at-risk EBD, the Behavioral and Emotional Screener (BES) and the Social Skills Improvement System (SSiS), by providing training on their administration to 45 elementary teachers from two school districts. These teachers then administered two assessments each to approximately 700 students not currently identified and receiving service for a SED, and they completed a brief demographic survey on their experiences related to SED and/or behavior management. The research analysis not only provided statistical support of the effectiveness of these assessment tools, but also the immediate positive impact on these practitioners and the students with whom they work by providing early intervention services to students in an efficient manner.